Over the last decade or so, recasts have been the object of intensive inquiry. Notwithstanding this, little is currently known about the role that the learner’s developmental readiness and field independence play in determining the efficacy of recasts as an acquisitional mechanism. Drawing extensively on Pienemann's Processability theory and on recent findings vis-à-vis miscellaneous functions of recast, the present research has investigated a) whether learners’ developmental readiness to learn English morphosyntactic features affects the extent to which they can incorporate the features, addressed in the recast, into their interlanguages or not; and b) whether or not L2 learners’ field independence impacts the extent to which they can incorporate the features, addressed in the recast, into their interlanguages. In this study GEF test was administered to EFL intermediate- and beginning-level learners (n=40) in order to distinguish FIs from FDs. Participants were, then, assigned to four groups (i.e. field dependent beginning-level learners, field independent beginning-level learners, field dependent intermediate-level learners, and filed independent intermediate-level learners). Results revealed that learners’ developmental readiness and field independence significantly affected the degree to which language learners made use of recast (p < .05). Field dependent beginning-level learners were virtually unable to use the morphosyntactic features, addressed in the recasts, in subsequent use of the same grammatical structure (namely –ed). On the contrary, field independent intermediate-level learners, who were assumed to be developmentally ready, were able to use the morphosyntactic feature, presented to them through recasts, in subsequent use of the target grammatical structure.